Communication Disorders Department Dissertations CollectionCopyright (c) 2015 University of Massachusetts - Amherst All rights reserved.http://scholarworks.umass.edu/comdis_diss
Recent documents in Communication Disorders Department Dissertations Collectionen-usWed, 18 Mar 2015 19:11:19 PDT3600A Quasi-Experimental Analysis of Second Graders with Dyslexia Using the Motor Markers in the Cerebellar Deficit Hypothesishttp://scholarworks.umass.edu/dissertations_1/507
http://scholarworks.umass.edu/dissertations_1/507Wed, 25 Jun 2014 08:04:48 PDT
Developmental dyslexia is a specific impairment of reading ability in the presence of normal intelligence and adequate reading instruction. Current research has linked dyslexia to genetic underpinnings, which are identifiable. Furthermore, there are cognitive processes that are influenced by unique genetically programmed neural networks that determine the manner in which a dyslexic child learns to read. As a result of these breakdowns in cognitive processing, specific breakdowns are noted using measurable assessments. The constellation of measurable symptoms or markers can differentiate the dyslexic child from other children who are typically developing readers or those who are poor readers for reasons not related to genetic pre-programming. Identification of children with dyslexia is critical in providing the appropriate services and remedial models as early intervention in the classroom is of the utmost importance. This study will investigate one aspect, motor function and motor processes that are purported to be one dimension associated with a breakdown in reading acquisition. According to the Cerebellar Deficit Hypothesis, motor function is one valid process and salient feature by which true dyslexia can be identified in children during the second grade year of their education. By the second grade, most typically developing children have acquired the fundamentals of reading. As such, early identification and appropriate intervention for children with dyslexia can be targeted as soon as possible to ensure long-term success and quality of life in these individuals.
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Stark, Sandra KathleenTreatment of Foundational Reading Skills through Telepractice and Face-to-Face Environments: Single Subject Designhttp://scholarworks.umass.edu/open_access_dissertations/802
http://scholarworks.umass.edu/open_access_dissertations/802Tue, 26 Nov 2013 12:30:22 PST
Service delivery and the access to specialized instructions to consumers, encounters many barriers within the profession of speech-language pathology. This state of affairs is largely due to the disparate distribution of speech language services (ASHA, 2005). This restricted access, or an inability to access services, is a result of a number of factors, which include lack of clinicians, insufficient number of facilities in geographic area, and transportation issues (ASHA, 2004e). As a result, students who require specialized reading instruction are not afforded the opportunity to access the necessary treatment. It is essential that the literacy needs of all children be addressed, including those who require specialized instruction (Foorman & Torgesen, 2001; Allington, 1994). Technology, specifically telepractice, is a potential solution to address this dilemma. The purpose of this study is to investigate the reliability and validity of systematic multisensory reading treatment for students who have been identified with a delay in foundational reading skills, addressing foundational reading skills via an internet-based video conferencing system. The results will establish the groundwork for the efficacy, reliability, and validity of internet-based video conferencing as a means of service delivery for foundational reading skills. The foundational reading skills targeted in this study are letter naming knowledge (LNK), letter sound knowledge (LSN) and decoding.
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Hetherton, Mary BethAn Investigation of the Efficacy of Direct and Indirect AAC Service Provision via Telepracticehttp://scholarworks.umass.edu/open_access_dissertations/743
http://scholarworks.umass.edu/open_access_dissertations/743Wed, 24 Jul 2013 08:33:42 PDT
There is a growing population of individuals using Augmentative and Alternative Communication (AAC) in need of evidence-based intervention from highly qualified personnel. However, not all speech pathology programs offer AAC coursework and/or practicum opportunities, and practicing speech-language pathologists (SLPs) report low levels of confidence and expertise in working with individuals using AAC. Therefore, there is a need to develop more innovative pre-professional training programs to better equip the next generation of SLPs with the knowledge and skills necessary to provide high-quality, evidence-based AAC interventions. Telepractice is emerging as an inventive way to provide both direct and indirect intervention services, and could theoretically be used to support pre-professional training by providing clinicians the opportunity to engage in direct services with individuals using AAC concurrently while receiving supervision from a skilled mentor.

A thorough review of the literature revealed limited information and data regarding tele-AAC for direct and indirect service delivery. This investigation examined the feasibility and effectiveness of utilizing telepractice to train pre-professional clinicians regarding AAC interventions while in the context of service delivery both on-site and via telepractice. A single-subject, multiple baseline design was employed to examine the impact of real-time supervisory guidance offered via telepractice to pre-professional clinicians (Active Consultation) on the performance of the clinicians and the clients in each service delivery condition. Data was gathered on the number of target language acts modeled by the clinicians and generated by the clients when Active Consultation was provided. The results supported the use of telepractice for supervision, and as a service delivery method for AAC users.

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Hall, NerissaEffects of a Classroom-Based Pre-Literacy Intervention for Preschoolers with Communication Disordershttp://scholarworks.umass.edu/open_access_dissertations/731
http://scholarworks.umass.edu/open_access_dissertations/731Tue, 23 Jul 2013 07:44:56 PDT
Children with communication disorders are often at risk of literacy difficulties, especially students that present with autism and/or speech sound disorders. This quasi-experimental study was designed to examine the effects of a 10-week "hybrid" intervention for preschool students with and without communication disorders in an integrated classroom. The classroom intervention targets both vocabulary and phonological awareness, two critical components of literacy that are strongly correlated with one another. The objectives of this study were (1) to provide empirical evidence that classroom-based pre-literacy intervention can be effective for students with communication disabilities, allowing for more time with their peers in a potentially least-restrictive environment and (2) to demonstrate that typically-developing preschool children also benefit from classroom-based pre-literacy training.
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Currier, Alyssa RoseEvaluation of Motor Speech and Intervention Planning for Children with Autismhttp://scholarworks.umass.edu/open_access_dissertations/729
http://scholarworks.umass.edu/open_access_dissertations/729Tue, 23 Jul 2013 07:34:36 PDT
Autism affects 1 in 88 children (Center for Disease Control, 2009), approximately 50% of whom will not develop speech (Seal & Bonvillian, 1997). Some researchers hypothesize that these difficulties in developing oral speech reflect underlying motor speech deficits (Prizant, 1996; Seal & Bonvillian, 1997; Szypulski, 2003; Andrianopoulos, Boucher, Velleman & colleagues 2007-2010). This investigation sought to identify the presence or absence of specific motor speech markers in ASD through an innovative best-practice protocol for assessing the speech, prosody, and voice quality of individuals with ASD.

The study focused on apraxic-like motor planning/programming features and dysarthric-like motor execution features in imitated, elicited, and spontaneous speech in 15 children with ASD between 4;0 and 12;11 years as compared to 15 children who were NTD.

Speech analyses included imitated speech tasks for [f] and [a] prolongation, the short phrase "pea tea key" and AMRs and SMRs; elicited speech tasks for Counting 1-10 and singing Happy Birthday; along with spontaneous speech tasks for telling two stories based on wordless picture stories and discussing a topic of interest.

Results indicated that children with ASD presented with significantly decreased Maximum Phonation Times; lower formant values; lower pitch values; decreased rate of speech characterized by increased utterance, pause and vowel durations; reduced number of syllable repetitions in AMR and SMR tasks; variable and/or inconsistent performance across tasks; and a mildly deviant voice, further characterized by mildly deviant levels of roughness and strain, atypical production of prosody and inconsistent nasality.

Based on the results of this empirical investigation, an acoustic-perceptual and motor speech profile for a sample population of children with an autism spectrum disorder can be determined by six tasks: prolongation of [f] and [a], articulation of AMRs and SMRs, Counting 1-10, and telling a story based on a wordless picture book. These objective measures can empirically determine the presence, prevalence, and nature of speech, phonatory, and prosodic deficits in this sample population. They support that intervention for children with ASD should not only focus on pragmatics, MLU, and vocabulary, as is often the case. Rather, voice and motor speech intervention protocols should be incorporated as appropriate to individuals with autism.

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Boucher, Marcil J.An Investigation of the Efficacy of Speech and Language Interventions with Students with ASD Using Telepracticehttp://scholarworks.umass.edu/open_access_dissertations/536
http://scholarworks.umass.edu/open_access_dissertations/536Wed, 29 Aug 2012 08:38:40 PDT
There is a national shortage of school-based Speech Language Pathologists (SLP). Schools located in rural and geographically remote areas are often impacted by the shortage, and as a result students with an autism spectrum disorder may not receive services that are mandated by their Individual Education Plan. This study examined the use of telepractice as a method of delivery of speech and language services to individuals with autism spectrum disorders in rural areas. A quasi-experimental, single-subject, time-series design was employed. The treatment conditions were manipulated. A counter-balancing methodology was used to control for order effects in this study. Inter-observer agreement on student progress and outcomes were determined by two other master-level clinicians. Progress was measured using pre/post intervention assessments and intervention data. A statistical analysis and comparison of the two service delivery methods (telepractice and traditional on-site) was conducted using the Improved Rate Difference and a Tau-U method. Group comparison was conducted using the Pearson's Correlation . A non-directional critical value for all parametric and non-parametric analysis was set at á = .05. If the null hypothesis was rejected, then there was a statistical difference between the progress students made when receiving telepractice as compared to on-site services. If the null hypothesis was not rejected, there was not a statistical difference between the progress students made when receiving telepractice as compared to on-site services

Comparison at the group level resulted in a finding of non-significance between the two conditions. Findings at the individual level resulted in three out of the six participants demonstrating a finding of non-statistical difference between the on-site and telepractice conditions. For the remaining three participants a statistical difference was noted. When comparing the means of the outcome data between the two conditions, two participants responded more favorably to telepractice intervention, while the other responded better to on-site intervention. Overall, these findings suggest that a telepractice service delivery method is an effective and valid way to provide interventions to students with ASD